asma yazdi; bi bi eshrat zamani; negin barat dastjerdi
Abstract
The aim of the present study was to investigate the quantitative and qualitative effect of sixth grade mathematics teaching in flipped on the learning outcomes of cognitive domain. , Quasi-experimental method was used and in the qualitative method, semi-structured interviews and observation were used.The ...
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The aim of the present study was to investigate the quantitative and qualitative effect of sixth grade mathematics teaching in flipped on the learning outcomes of cognitive domain. , Quasi-experimental method was used and in the qualitative method, semi-structured interviews and observation were used.The statistical population of the study included all sixth grade male and female students in Pirbakran region. The sample included 16 sixth grade male and female students. Mathematics topics were taught in two ways, normal and flipped, using pre-test and post-test in two groups of control and experiment.Quantitative data were analyzed in two levels of descriptive and inferential statistics, and in the qualitative part, interviews with students, parents and teachers were coded and categorized. Findings showed that students' scores on superficial and simple cognitive outcomes in flipped and normal education were not significantly different between the two methods, but the flipped method improved the scores of male and female students in complex and deep cognitive outcomes and improved performance. Students became cognitive in complex and profound outcomes.Also, flipped education did not have a significant effect on the mentioned components on girls and boys. In addition, students 'independence in learning mathematics and students' activities at home in the flipped classroom increased; It also solved the problem of lack of teaching time in person, especially during the coronary heart disease epidemic.
Monireh Movahedi; Mohammad Sadegh Esmaeilifar; Nadiya Gholamipour
Abstract
The present study was conducted to investigate the effect of Blended learning-Based Social Networks on female second-year high school students’ self-efficacy in math in Gha’emshahr. The population of study consisted of 6263 female second-year high school students in Gha’emshahr. They ...
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The present study was conducted to investigate the effect of Blended learning-Based Social Networks on female second-year high school students’ self-efficacy in math in Gha’emshahr. The population of study consisted of 6263 female second-year high school students in Gha’emshahr. They were studying in 42 schools in 93-94 school year. Out of schools with ICT facilities, one school was randomly selected, then two second grade classes were selected as experimental and control groups. Matius et al’s Self-efficacy questionnaire was used to gather required information on self-efficacy. It was used as a pre-test, survey and post-test instrument in both control and experimental group. First pre-test was administered. Then, during 8 weeks of first term of school year, educational contents were taught using social networks and traditional methods for experimental and control groups, respectively. After training, both groups were assessed in terms of their self-efficacy. Survey test was administered two months after training. Using frequent assessments, the results revealed that there was a significance difference in the self-efficacy of experimental and control groups (P≥./001). Experimental group continued their superiority in self-efficacy two months after training. Research results demonstrated the positive effect of Blended learning-Based Social Networks on self-efficacy.
